Learning platform and teaching in practice

The study programme will utilise various teaching and learning methods to ensure that the learning outcomes are achieved.

Both traditional teaching formats (such as lectures and seminars) and other forms of study that require more active student participation are used. All teaching formats have a consistent focus on student-led learning.

The following working and teaching methods will primarily be used:

Lectures and seminars
Other student-led learning methods
- Case studies and problem-based group work
- Project assignments/student presentations/assignments – both individual and in groups
- Peer feedback
- Reflective writing
- Field exercises and skills training
Independent study and exam preparation

The selection of learning methods, and their scope, are governed by the desired learning outcomes. There is a gradual increase in student-led learning methods. These teaching methods aim to promote a holistic understanding of various issues and challenges that apply to the discipline and stimulate the education of reflective and competent professionals.

Lectures and seminars – are learning methods that convey theoretical perspectives and provide an overview of a subject area. Lectures are used to highlight contexts and key elements within a topic, and to provide students with an overview of a course. Seminars also aim to highlight correlations and present main elements, but have a greater focus on student-led learning formats.

In addition, this working method can accommodate dialogue with students through the elaboration of academic questions from students. A teacher also has the opportunity to highlight recent research in the field. In this way, the teacher will be able to make the programme content more research-based than textbooks can.

Case and problem-based group work – A case is a description of e.g. a situation, family, organisation or individual’s state or functioning. In a case assignment, one or more problems that must be answered by students are often presented. The purpose is for students to have the opportunity to practice the application of academic knowledge to analyse and understand a situation or state. Problem-based group work means that the student learns by working on the basis of a problem. In this context, the word problem means an issue that requires a solution, an unresolved task or a hypothesis/assertion. The problems relate to the professional practice, so that what you learn on the course can be directly contextualised within the professional life.

Case and problem-based group work involves a great deal of influence on your own learning, defining your own learning needs and responsibility for your own and others' learning. Through the exchange of ideas, reflection, discussion and interdisciplinary collaboration, students will stimulate each other's learning by conveying academic knowledge and experience, expressing their own opinions and together, reflecting on their own attitudes, actions and subject understanding.

There is a constant development, change and growth of knowledge within this discipline. It is therefore important to take responsibility for your own learning as a student on this programme, as this will be of use to you in your practical professional life when acquiring new methods and techniques in the field.

Project work/student presentations/assignments – both individually and in groups – Project work allows students to learn to see connections and gain a deeper understanding of the discipline. Students will formulate problems and work systematically on the problem-solving process, both individually and in collaboration with others.

The Bachelor’s thesis is an example of project work. During the programme, students, in groups, will present coursework requirements to their fellow students in plenary sessions. Such student presentations provide useful practice in both interdisciplinary teamwork and dissemination. During the course, various written assignments and coursework requirements are completed both individually and in groups. Alongside the thesis and coursework requirements, students will, in groups, carry out two pure projects aimed at the professional/business world.

Peer feedback – This learning form involves students providing formative feedback on the work requirements of their peers. In our experience, this learning method contributes to increased commitment and activity among students and promotes the learning process, both for students providing the feedback and for the recipient. Feedback from fellow students promotes the development of a collective learning arena where students take part in each other's learning processes. This learning method is introduced gradually during the study programme, giving students time to get acquainted with the working method. In order to ensure the best possible outcome of this working method, the criteria governing fellow student feedback should be clear. These criteria are formulated in cooperation with students.

Reflective writing – In reflective writing, the student shall reflect on their own work, the experiences gained and experiences from the learning process. In a piece of reflective writing, you do not write for others, but for yourself. Reflective writing is a tool for students in their future learning process.

Field exercises and skills training – Professional practice requires important practical skills. During the programme, students will acquire these skills through practical exercises performed under supervision. Examples of skills training include practicing the implementation of interventions based on cognitive techniques, personality testing and relationship and alliance training.

In addition to the working and teaching methods mentioned above, the student, through independent study, is expected to conduct both preparations and follow-up work for each lecture.

Students will also have access to the resources found on the online learning platform that may supplement or replace parts of the teaching on site.

Examination and assessment methods
A number of different examination and assessment methods are used throughout the programme. The assessment methods are well adapted to the learning outcomes of each individual course, whilst simultaneously striving for an appropriate distribution of different examination methods throughout each semester of the study programme. The assessment methods should reflect the desire to promote accountability amongst students. We therefore apply various assessment methods that are adapted to the uniqueness of each course and challenge students in various ways, both individually and in groups.

The bachelor’s degree in Psychology and Mental Health programme utilises a multiple choice examination, semester assignment, written home examination, portfolio assessment and oral examination.

Some courses on the programme contain compulsory activities; these are requirements that students must meet in order to take the examination. The right to take the examination requires approved activities. The scope and plan of compulsory activities are specified in the course descriptions. Feedback on coursework requirements is heavily emphasised. In addition, peer grade assessment is used in order for students to practice providing constructive feedback and receiving feedback, improving deliveries.

Each course description will provide an overview of the teaching and assessment methods applicable to the course in question. For further information about examinations and compulsory activities, please see the Kristiania website.

Study program BPH

Bachelor in Psychology and Mental Health